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Abstract

Background: Executive function, particularly behavioral inhibition has been implicated as a core
deficit specific to Attention-Deficit/Hyperactivity Disorder (ADHD) whereas rapid naming has
been implicated as a core deficit specific to reading disabilities (RD). Females may be less
impaired in executive function although adolescent females with ADHD have yet to be studied.
Methods: Neuropsychological profiles of four adolescent groups aged 13-16 with equal female
representation were investigated: 35 ADHD, 12 RD, 24 ADHD+RD, and 37 normal controls. A
semi-structured interview (K-SADS-PL), the Conners Rating Scales and the Ontario Child
Health Study Scales were used to diagnose ADHD. RD was defined as a standard score below 90
on at least one of the following: Reading or Spelling of the WRAT3 or Word Attack or Word
Identification of the WRMT-R. The WISC-III, Rapid Automatized Naming, Stroop and Stop
tasks were used as measures of cognitive and executive function.
Results: The two ADHD groups (ADHD, ADHD+RD) showed deficits in processing speed,
naming of objects, poor behavioral inhibition and greater variability in reaction times whereas the
two RD groups (RD, RD+ADHD) showed verbal working memory deficits and slower verbal
retrieval speed. Only the comorbid group was slower with naming of numbers and colors and had
slower reaction times. Regression analyses indicated that incongruent color naming (Stroop) and
variability in go reaction time were the best predictors of hyperactive/impulsive ADHD
symptoms whereas variability in go reaction time and processing speed were the best predictors
of inattentive ADHD symptoms. Speed of letter naming and verbal working memory accounted
for the most variability in composite achievement scores. No gender differences were found on
any of the cognitive tests.
Conclusions: This study challenges the importance of behavioral inhibition deficits in ADHD and
that naming deficits are specific to RD. Further investigation into cognitive deficits in these
groups is required.

Citation

Rucklidge, J.J., Tannock, R. (2002) Neuropsychological Profiles of Adolescents with ADHD: Effects of Reading Difficulties and Gender. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43(8), pp. 988-1003.This citation is automatically generated and may be unreliable. Use as a guide only.